Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Zilvinskis, J., Kinzie, J., Daday, J., Oâ??Donnell, K & Vande Zande C.
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences â?? collectively known as High-Impact Practices (HIPs) â?? are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students â?? particularly for historically underserved students, including first-generation students and racially minoritized populations. Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact.
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Linking Faculty Involvement in High-Impact Practices to First-Year Student Participation
Fassett, Kyle T. and BrckaLorenz, Allison
Tasked with developing, encouraging, and participating in highly impactful educational experiences, faculty serve in roles vital to first-year student success. Known for benefiting many students, high-impact practices assist institutions in promoting a variety of outcomes ranging from retention to civic engagement. Using data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), we investigated the relationship between faculty emphasis and participation in high-impact practices with first-year student participation at over 80 diverse four year institutions. We found that faculty values for participation are positively related to student participation, but faculty involvement in more high-impact practices could decrease student participation. Administrators should consider ways to support their faculty in providing these experiences and to assess potential barriers for providing equitable quality high impact practices.
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Promoting democratic engagement during college: Looking beyond service-learning
Howe, E. C., & Fosnacht, K.
Preparing students to be engaged participants in our democratic society has long been an important college outcome. Over the past few decades, postsecondary institutions have primarily attempted to improve civic outcomes by integrating service activities into their curricula. While research on the effects of service-learning are plentiful, research on how other educationally beneficial activities influence democratic outcomes is scarce. In this study, we find that service-learning may not be the only means for promoting democratic outcomes because other high impact practices, most prominently learning communities, have greater or equivalent relationship to two dimensions of democratic engagement.
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A Quasi-Experimental Multilevel Study Examining High-Impact Practices and Deep Approaches to Learning
Fassett, Kyle T.; Haeger, Heather; BrckaLorenz, Allison
High-impact practice research often focuses on improving student persistence and academic achievement with less of an emphasis on the development of student learning processes. Further, many studies historically center majority populations in research due to sample size restrictions or methodological procedures. This study uses national survey data to examine over 347,000 seniors’ experiences at more than 1,100 four-year colleges and universities with high-impact practices and students’ reported learning processes. A hierarchical linear model with propensity scores and effect codes show the relationship between six high impact practices and students’ learning processes while de-centering motivating factors and majority populations. Findings indicate both service-learning and learning communities promoted the outcomes under investigation with mixed results among the others. Differences emerged by race/ethnicity, gender identity, sexual orientation, and ability status. We broadly discuss implications for higher education and future research.

First-Generation Students Lag in HIP Participation
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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Seniors’ Post-Graduation Plans Influenced by Major and Participation in High-Impact Practices
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015
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Looking Within: Analysis of Student Subgroups
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
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Positive Trends in Student Engagement: Updated Findings
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
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Introducing the Updated NSSE Survey for 2013
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
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FSSE
In Promoting engagement for all students: The imperative to look within—2008 results
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BCSSE
In Promoting engagement for all students: The imperative to look within—2008 results
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Study Abroad
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Senior Culminating Experiences
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Importance Faculty Place on High-Impact Practices
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Using high-impact activities to maximize student gains
Todd Chamberlain
Recording